Physical Education Curriculum 1

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Physical Education Curriculum 1

Unit ID:

EDMAS6015

Credit Points:

15.00

Prerequisite(s):

(Students wishing to undertake this unit must have completed the required level of undergraduate study in the appropriate discipline areas as specified in Specialist Area Guidelines)

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

070105

Other Change:

Brief description of the Unit

This unit is designed to prepare students to teach Physical Education (PE) with an emphasis on junior and middle secondary years learning. Students will develop knowledge, skills and understanding of all aspects of contemporary curriculum design and delivery of inclusive, student-centred learning experiences in PE. Students will critically engage with evidence-based approaches to teaching, learning and assessment in the PE discipline through both theoretical and practical experiences.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

Placement Component: No

Supplementary Assessment:

Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment

Course Level:

Learning Outcomes:

Knowledge:

K1.	Connect research and practice related to student development and the impact this has upon learning and engagement in Physical Education.

K2.	Illustrate a depth of understanding of current curriculum approaches and requirements for Physical Education.

K3.	Compare and contrast contemporary pedagogical approaches in Physical Education.

K4.	Comprehend and classify assessment types, functions and strategies to evaluate student learning, and provide feedback in PE.

K5.	Identify and appraise strategies to support inclusive student participation, safety and engagement in Physical Education.

K6.	Develop understanding of reliable, evidence-based resources suitable for use in Physical Education.

Skills:

S1.	Design an effective Physical Education learning sequence, informed by current curriculum requirements and knowledge of student learning.

S2.	Apply assessment and reporting knowledge and frameworks to design eﬀective learning sequences, lesson plans and assessment tasks.

S3.	Select and implement a range of contemporary teaching and assessment strategies.

S4.	Coordinate Physical Education activities to ensure a safe, effective learning environment for students with a range of abilities.

S5.	Model core teaching practices, including verbal and nonverbal communication strategies to support student engagement and learning.

Application of knowledge and skills:

A1.	Design and evaluate a sequential unit of work using the junior/middle school (H)PE curriculum.

A2.	Research a contemporary PE teaching model.

Unit Content:

Topics may include:
1. Middle years school PE class structured observations
2. Physical activity behaviours and needs of young people and the role of PE and sport in their world
3. Factors that affect engagement and learning in PE
4. What should be taught in school and when? PE programme models
5. Exploring (H)PE curriculum, policies and resources
6. Contemporary assessment approaches in education and PE.
7. Developing safe, inclusive, engaging and educative PE
8. Unit and lesson planning for learning in PE

Graduate Attributes:

Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		Level
FEDTASK 1 Interpersonal	Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams.	1 - Yes
FEDTASK 2 Leadership	Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations.	1 - Yes
FEDTASK 3 Critical Thinking and Creativity	Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning.	1 - Yes
FEDTASK 4 Digital Literacy	Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities.	1 - Yes
FEDTASK 5 sustainable and Ethical Mindset	Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life	1 - Yes

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K2, K3, K4, K5, K6, S1, S2, S3, A1, A2. ASPT 1.1, 1.2, 2.1, 2.2, 2.3, 3.2, 7.2	Develop, and reflect upon, a sequential unit of work that aligns with the current junior/middle years (H)PE curriculum, is informed by contemporary pedagogical approaches, includes an effective assessment plan, a range of reliable resources and caters for students with a range of abilities.	Curriculum Design	40-60%
2.	K1, K2, K3, K4, K5, S3, S4, S5, ASPT 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 4.4, 5.1, 7.2	Research a contemporary PE teaching model. Based on the model, design and teach a lesson, and plan an assessment task for a speciﬁc cohort.	Curriculum Design and Teaching Performance	40-60%

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Knowledge
	1. Know students and how they learn
		1.1 Physical, social and intellectual development and characteristics of students Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.	Yes	Advanced
		1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.	Yes	Advanced
	2. Know the content and how to teach it
		2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.	Yes	Advanced
		2.2 Content selection and organisation Organise content into an effective learning and teaching sequence.	Yes	Advanced
		2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.	Yes	Advanced
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics.	Yes	Advanced
		3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.	Yes	Advanced
		3.3 Use teaching strategies Include a range of teaching strategies.	Yes	Advanced
		3.5 Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.	Yes	Advanced
	4. Create and maintain supportive and safe learning environments
		4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.	Yes	Advanced
		4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions.	Yes	Advanced
		4.4 Maintain student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.	Yes	Advanced
	5. Assess, provide feedback and report on student learning
		5.1 Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.	Yes	Advanced
Professional Engagement
	7. Engage professionally with colleagues, parents/carers and the community
		7.2 Comply with legislative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.	Yes	Advanced